From a User’s Perspective
Bridging user emotion and interaction to enhance digital language learning
While I initially embraced digital novelty and later became intentional in facilitating access as an educator, as a user, I came to realize that even the most powerful technologies can falter if they overlook the emotional realities of learners.
Skulmowski (2023) observes that VR environments can profoundly affect learners’ emotions, especially when they are unfamiliar with the technology or struggle to adapt. I remember feeling frustrated and even a little embarrassed when I first used a VR headset for a language learning simulation. There was no visual onboarding, and the floating virtual menus were difficult to interact with. What should have been an exciting new experience became stressful and disorienting.
From an interactional sociolinguistic perspective, interface layouts act as contextualization cues, shaping who feels addressed, who feels competent, and what interaction styles are “acceptable.” Poorly designed spaces may privilege monolingual, tech-savvy users.
 1957 First VR SystemMorton Heilig invented the Sensorama |  2020s Modern VRWireless headsets and immersive multiplayer interactivity |
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These disruptions reflect concerns raised in the earlier research about the inclusivity of virtual environments, such as communicative barriers and diminished interaction (Hanna & de Nooy, 2009; Deutschmann et al., 2009). However, I believe these concerns reflect the limitations of early design, not the medium itself. While these critiques are valid for early VR usage, they underestimate what emotionally attuned technology can now achieve.
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​Liu’s (2025) research finds that virtual environments are now able to respond to learners’ affective states in real time, which significantly improves learning outcomes and reduces anxiety. Instead of merely offering language inputs, these systems are able to cultivate metapragmatic awareness to perceive and respond to subtle emotional and social cues. Therefore, virtual spaces have the potential to motivate language learners while affirming and empowering them.
Beyond the anxiety tied to technology use
Language learning itself is often shaped by emotional factors, such as speech anxiety, confidence, and the fear of judgment. These affective barriers are especially salient in oral contexts. Fortunately, Lestiono and Setyaningrum (2025) show how immersive VR can reduce speech anxiety by offering low-pressure, repeatable speaking environments.
I saw this firsthand in instructor Evan’s L4 PEDAL class, where students used VR headsets to practice public speeches. Rather than feeling self-conscious, students were visibly excited and motivated to participate. This experience reminded me that the affective dimensions of language learning are central. Although educators can provide extensive linguistic input, learners' progress will also be mediated by their emotional readiness to engage. Thoughtfully designed technologies have the potential to support learners emotionally and empower them to use English with greater confidence in real-world settings.
The user's perspective completes a triadic shift in my relationship with technology: from valuing novelty, to facilitating access, to designing with empathy. While each role offers a different vantage point, all point toward the same imperative: to center the learner’s lived experience and value technology as a means of inclusive, interactive, and emotionally attuned interaction.